ERIC Number: ED396776
Record Type: Non-Journal
Publication Date: 1995-May
Reference Count: N/A
Report of the Mathematics Task Force.
In April 1994, New York City Technical College established the Mathematics Task Force to review mathematics instruction at the college and recommend policy and program changes. The Task Force established three sub-committees: (1) a Curriculum and Instruction Sub-Committee to survey mathematics faculty regarding instructional techniques, (2) an Inter-Departmental Mechanisms Committee to survey all academic departments at the college regarding coordination with the mathematics department, and (3) a Students Sub-Committee to hold focus groups with mathematics students. The faculty survey received responses from 42 of the college's 58 full- and part-time faculty and indicated that faculty believed that student learning was enhanced by including applications in classroom activities, encouraging students to take courses in sequences, and using tutors and workshops. Although 70% of the programs surveyed by the Mechanisms Sub-Committee were satisfied with their current situation, career departments did express concerns related to the need to emphasize mathematics applications and encourage joint faculty appointments in mathematics and career programs. Finally, responses from student focus groups highlighted the importance of caring and supportive faculty, instructor encouragement of student questions, and well-paced and systematic instructor presentations. Includes 13 recommendations for improving the program related to mathematics curriculum and instruction, successful student and instructor behaviors, and interdepartmental and college-wide coordination. The task force appointment letter and the three Sub-Committees' final reports are appended. (TGI)
Descriptors: Articulation (Education), College Instruction, Community Colleges, Departments, Mathematics Curriculum, Mathematics Instruction, Program Effectiveness, Program Improvement, Self Evaluation (Groups), Student Attitudes, Student Reaction, Teacher Attitudes, Teaching Methods, Two Year Colleges
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: New York City Technical Coll., Brooklyn.